Abstract
This paper introduces a new integrated post-exam assessment model known as the exam autopsy. Grounded in metacognitive principles of reflective practice, students are provided with three sources of evaluative insight (from self, instructor, and peer) as they seek to analyze the root cause of their exam performance and formulate an action plan for future improvement. The pilot project includes data collected and analyzed over the course of three semesters to chart student performance across two tests using a quasi-experimental design. In Spring 2016 (T1), no metacognitive post-exam intervention was employed. In Fall 2016 (T2), a conventional post-exam self-assessment (or exam wrapper) was used. In Spring 2017 (T3), the exam autopsy model was piloted to provide students with feedback from their instructor and peers in addition to their self-assessment. Statistically significant results from a quantitative analysis of the data suggest that this may be a promising strategy to improve student learning.
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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Owen, Leanne R.
(2019)
"The Exam Autopsy: An Integrated Post-Exam Assessment Model,"
International Journal for the Scholarship of Teaching and Learning:
Vol. 13:
No.
1, Article 4.
Available at: https://doi.org/10.20429/ijsotl.2019.130104
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